Nepalese EFL Teachers’ Perceptions of Pedagogical Capital: A Case Study

Ganesh Kumar Bastola

Visiting Faculty, Kathmandu University

School of Education, Hattiban, Lalitpur, Nepal

ganeshbastola@kusoed.edu.np, ganeshkumar.gb@gmail.com

https://orcid.org/0000-0003-1173-2402

DOI: https://doi.org/10.36832/beltaj.2020.0401.05

Abstract

This study explores the perceptions of pedagogical capital of English teachers in the context of Nepal. It aims to examine how the perceptions of pedagogical capital differ and how it affects teachers’ performance in the language classroom. Data for this research were collected from 3 participants with varied experiences. The data have been analyzed based on the framework of Stake (1995). The study uses Bourdieu's (1977) notion of cultural capital for theoretical insights. Findings indicate that teachers' pedagogic capital is an ability that can be used in the classroom to facilitate learning process.  

Keywords: English in Nepal; pedagogical capital; teacher education; pedagogy; English language teaching